IDEAS Workshops
Total Literacy Program Implementation

Recommended Guiding Principles and Conditions

The following, based on prior implementations, are the recommended pre-conditions for successful implementation of Total Literacy. These conditions provide the best opportunity for success and sustainability.

1. The principal is prepared to support change through all the steps and stages. There is buy-in from the Board of Education, Superintendent, teachers/staff, and parents, documented in writing.
2. After an initial introductory workshop, there is signed "buy in" from 90% of the teaching staff before implementation begins, indicating commitment to change, with clear rationale and intent. Involving parents in this approval process will additionally strengthen chances for success.
3. The parameters and goals of the initiative are clearly stated, including the number of classrooms/teachers, grade levels, specific groupings if any, length of time; with assessment measures for each component that include qualitative and quantitative measures.
4. A plan is explicit outlining time expectations for:
   1. Implementation in the classroom;
   2. Teacher team planning within contracted time;
   3. Adequate professional development during scheduled PD days;
   4. On-going, budgeted formative and summative assessment.
   5. Adherence to schedules for key milestones.
5. Strong arts personnel and programs are in place. In lieu of this condition, the first year focuses on building the arts curricula and teacher skills as other groundwork is laid. Time for teaching and learning in the arts of music, visual art, and movement must be maintained or increased throughout the implementation, with arts-based literacy scheduled for additional time.
6. All involved commit to weekly journal writing on paper or through e-mail from the first week of the implementation.
7. A parent component is planned and scheduled with parent representatives before implementation.
8. Leadership conferences are regularly scheduled and held.
9. No other large initiatives will begin during the first two years of implementation.
10. Adequate space is provided for Total Literacy consultants/facilitators.
11. A budget is created, and a contract signed before work begins. 1/3 of the amount is paid within 30 of the starting date. The remainder is billed after the first and second thirds of work, with all invoices paid within 30 days.
12. The commitment is for five years, reviewable/renewable after each year by either party, with documented rationale for either continuation or discontinuation.

Total Literacy Implementation Options

Immersion Option

Four days a week in a school with a single, trained individual or a team serving as hands-on implementers. IDEAS will perform or supply all of the following:

• Introductory skills training (4-5 days)
• Frequent model lessons
• 4-6 Professional Development workshops per year
• Weekly teacher conferences, with follow-up observations and coaching
• Bi-weekly leadership meetings
• Progress reports
• Materials for every classroom
• Assessment—Qualitative and Quantitative

Who is this for? A school where the majority of students are achieving below grade level and teachers lack effective, brain-based teaching and management strategies. Alternately, immersion is effective in a school that has no arts program or a new / struggling arts program that requires strong administrative support as curriculum and strategies are developed.

Comprehensive Option

Two days a week, likely a single person serving as a modeler and mentor, in some cases as a direct facilitator. IDEAS will perform or supply all of the following:

• Introductory skills training (4-5 days)
• Model lessons
• Professional Development workshops
• Teacher conferences, planning sessions, observations, and mentoring
• Leadership meetings
• Progress reports
• Materials for each classroom
• Assessment

Who is this for? A school organization with the belief that it will benefit from a constant presence, and regular staff support. This option is most suited to a school with strong/average student achievement whose staff has very little background in the arts, but belief and commitment. Conferences will be less frequent and teachers will be expected to take initiative.

Enhanced Option

One day a week, likely a single person serving as a modeler and mentor, in some cases as a direct facilitator. IDEAS will perform or supply all of the following:

• Introductory skills training (3-5 days)
• A few model lessons
• Professional Development workshops
• Monthly teacher conferences
• Leadership meetings
• Progress reports
• Materials for every classroom
• Assessment

Who is this for? This is the general program for a school that wants in-school support every week. It is an excellent option for schools that are balanced but want to enhance achievement through increased attention to the arts. Teachers will receive training at the beginning of the year and then be expected to take substantial responsibility and initiative to try the strategies in their classrooms, meet and share together, and report back without constant monitoring. For a strong, independent staff that is ready to make a commitment to the arts, this model has been extremely effective.

Basic Option

Thirty total days through the school year / summer, likely one person but perhaps multiple Total Literacy experts. There will be an intensive week of training at the beginning of the program, then intermittent follow up training sessions as determined by scheduling. In this case, the in-school facilitator receives training as s/he will likely be a member of the school staff rather than an outside Total Literacy Master Trainer. IDEAS will perform or supply all of the following:

• Introductory skills training (3-5 days)
• A few sample lessons in the initial training
• Professional Development workshops
• Contacts for teacher questions / brainstorming
• Leadership meetings
• Progress reports
• Materials for every classroom
• Assessment

Who is this for? This is the basic program for a school that wants its teachers to receive training but does not desire in-classroom observation of the strategies in practice. Though less comprehensive than other packages, this program works very well for strong, motivated staffs that believe in the program and are receiving full administrative support. A solid arts program should already be in place and classroom teachers would ideally have some background in the arts.

Introduction Option

Twelve days through the year, a single person overseeing workshops with teachers / administrators. This option is less about implementation and more about introducing a staff and perhaps a district to Total Literacy. Monthly workshops on different skills and topics will begin to familiarize teachers with the concepts central to Total Literacy. This option works well in year one of implementation so that a staff will know what is coming in the future, however it is recommended that this option be purchased in conjunction with the Total Literacy Training Videos to reinforce the workshops.

• Introductory skills training (2-5 days)
• Professional Development workshops
• Contacts for teacher/administrator questions / brainstorming
• Progress reports
• Materials for every classroom
• Assessment

Who is this for? IDEAS believes that this implementation option is sub-optimal because it does not allow for live model lessons or substantial peer-to-peer interaction, and it is offered more as an introduction to Total Literacy than a real implementation. It’s largest benefit would be for an institution that wants to move slowly before deciding to make a five year commitment.